scholarly journals Establishing a learning community with an online orientation

2016 ◽  
Vol 8 ◽  
Author(s):  
Anne-Marie Balzano ◽  
Ying-Ying Kuo
Keyword(s):  
Learning Community ◽  
Graduate Programs ◽  
Building Relationships ◽  
Face To Face ◽  
Group Activities ◽  
Online Orientation ◽  
Policies And Procedures ◽  
New Students ◽  
Building Activities ◽  
Innovative Orientation

Students new to distance education need to be prepared for learning in a fully online environment. While many undergraduate and graduate programs offer face-to-face orientation sessions to welcome new students and introduce them to general requirements, the sessions are often short, optional, and focus mainly on policies and procedures. Students entering a fully online degree program have a unique set of questions and concerns, including hardware/software requirements, building relationships with their professors, and creating a sense of community among their peers.  In order to address the needs of their distance-learning students, the Education Leadership program designed a five-day interactive orientation on Blackboard for new online cohorts. This orientation module not only cultivates creative and reflective learners, but also utilizes technology-enhanced tools and strategies to establish a cohesive learning community. The orientation includes daily components such as community building activities and opportunities to practice using Blackboard features, as well as a summative, guided reflection. The EDLE online orientation was offered in 2015/2016 for two cohorts totaling 44 students. An overwhelming majority reported feeling more prepared to begin the program, comfortable with using the required technology, and engaged with their colleagues and professors. More importantly, evidence shows that students in 2015/2016 who participated in the orientation performed better in group activities and demonstrated high levels of engagement in their courses, compared to students in 2014 who did not have access to the orientation. Faculty attending this session will learn how to design an effective and innovative orientation module for an entire program or how to use the techniques illustrated in a single course setting.

A Clear Pathway

2017 ◽  
pp. 343-365 ◽  
Author(s):  
Donna M. Velliaris
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Educational Institution ◽  
South Australia ◽  
Bachelor's Degree ◽  
First Year ◽  
Online Questionnaire ◽  
Policies And Procedures ◽  
New Students ◽  
The Difference

The educational institution participating in this research is a pre-university pathway college in South Australia. Specific to this study are the international students who enter this educational organization to undertake a Diploma in Business, Information Technology (IT) or Engineering, which constitutes the ‘first-year' of a Bachelor's degree at the partner university. In response to a mandatory online questionnaire, 106 responses were gathered from new students to the open-ended question—What is the difference between ‘group work' and ‘collusion'? Faculty are taking greater responsibility for elucidating the ‘line' between authorized and unauthorized collaboration. Deep(er) understanding of students' views/notions of these two concepts are indispensable if institutions with diverse student populations are to develop effective policies and procedures for increasing Academic Integrity (AI) among all members of the teaching and learning community.

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

scholarly journals Design and evaluation of two blended learning approaches: Lessons learned

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Wing Sum Cheung ◽  
Khe Foon Hew
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Graduate Programs ◽  
Lessons Learned ◽  
University Teaching ◽  
Learning Approach ◽  
Learning Approaches ◽  
Communication Tool ◽  
Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

Case Study

2018 ◽  
pp. 45-68
Author(s):  
Sophia Palahicky ◽  
Adrianna Andrews-Brown
Keyword(s):  
Online Instruction ◽  
Online Courses ◽  
Orientation Programs ◽  
Design Development ◽  
Student Orientation ◽  
Online Programs ◽  
Online Orientation ◽  
Instructor Presence ◽  
New Students

Student orientation programs can enhance new student self-esteem, which is in turn a significant positive predictor of personal, social, and academic achievement (Hickman, Bartholomae, & McKenry, 2000). Furthermore, these programs can help students develop the basic technical skills they will need to be active learners. According to Dixson (2010), research into effective online instruction supports the argument that “online instruction can be as effective as traditional instruction, [and] to do so, online courses need cooperative/collaborative (active) learning, and strong instructor presence.” Likewise, online orientation programs for new students must provide opportunities for active engagement and strong facilitator presence to be effective. This chapter presents a case study that describes the design, development, implementation, and evaluation of the online orientation modules for new students at a Canadian postsecondary institution that offers primarily blended and online programs.

Bridging Online and Offline Social Networks to Promote Health Innovation

2011 ◽  
pp. 462-480
Author(s):  
Cameron Norman
Keyword(s):  
Social Networks ◽  
Knowledge Translation ◽  
Social Engagement ◽  
Food Systems ◽  
Idea Generation ◽  
Building Relationships ◽  
Health Innovation ◽  
Face To Face ◽  
Over Time

Complex problems require strategies that leverage the knowledge of diverse actors working in a coordinated manner in order to address them in a manner that is appropriate to the context. Such strategies require building relationships among groups that enable them to network in ways that have the intensity of face-to-face meetings, but also extend over time. The Complexity, Networks, EHealth, & Knowledge Translation Research (CoNEKTR) model draws upon established methods of face-to-face social engagement and supported with information technology and proscribes an approach to issue exploration, idea generation and collective action that leverages social networks for health innovation. The model combines aspects of communities of practice, online communities, systems and complexity science, and theories of knowledge translation, exchange and integration. The process and steps of implementing the model are described using a case study applied to food systems and health. Implications for health research and knowledge translation are discussed.

Social Presence in Online Learning

2021 ◽  
pp. 1580-1601
Author(s):  
Rachelle Dene Poth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Technology Usage ◽  
Face To Face ◽  
Opportunities For Learning

Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?

Fostering Collaboration in CSCL

2009 ◽  
pp. 335-340 ◽  
Author(s):  
Donatella Persico ◽  
Francesca Pozzi ◽  
Luigi Sarti
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Strategies ◽  
Online Courses ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Communities ◽  
Face To Face ◽  
The Social

Some collaborative learning strategies widely used in face-to-face settings can also be adapted to online contexts. They allow us to master the complex relations between members of large, heterogeneous online learning communities. The authors build on their experience in the application of some of the most well-known strategies and techniques used in online courses, such as jigsaw, peer review, role-play, case study, and brainstorming. The use of these strategies in computer supported collaborative learning (CSCL) environments and the related models describing the social structure of the learning community is discussed in the attempt to highlight their strengths and weaknesses and investigate the conditions for their applicability. The aim is to inform the design and the management of online learning communities.

Leapfrogging an IT Sector

2005 ◽  
pp. 1799-1802
Author(s):  
Eileen M. Trauth
Keyword(s):  
Virtual Teams ◽  
Strategic Alliances ◽  
Virtual Team ◽  
Information And Communications Technology ◽  
Boundary Crossing ◽  
Building Relationships ◽  
Team Members ◽  
Face To Face ◽  
Global Coverage ◽  
Product Launches

How do virtual team leaders assess and respond to boundary crossing issues when building relationships with virtual team members? Virtual teams are a new phenomenon, defined as groups of people working on a common task or project from distributed locations using information and communications technology (ICT). With rapid advances in ICT allowing alternatives to face-to-face communication, virtual teams are playing an increasingly important role in organizations. Due to their global coverage, virtual teams are often assigned critical organizational tasks such as multi-national product launches, negotiating global mergers and acquisitions, and managing strategic alliances (Maznevski & Chudoba, 2000). Their use, however, has outpaced the understanding of their unique dynamics and characteristics (Cramton & Webber, 2000).

Questioning Prompts to Examine Blended PK-20 Learning Environments

2020 ◽  
pp. 1-20
Author(s):  
Neal Shambaugh
Keyword(s):  
Public School ◽  
Learning Outcomes ◽  
Graduate Programs ◽  
Instructional Delivery ◽  
Academic Program ◽  
Pedagogical Issues ◽  
Blended Instruction ◽  
Face To Face ◽  
Use Of Technology ◽  
Learner Differences

The decision to deliver a course or an academic program must address issues of learning outcomes and curriculum, what is to be taught along with choices of pedagogy or how the content is taught, as well as face-to-face or online delivery. The question of whether or not online or blended instruction is more effective than face to face teaching is not about the delivery decision but about curriculum and pedagogical issues. A set of questioning prompts, organized by public school and undergraduate/graduate programs, help educators systematically think through issues of learner differences, learning outcomes, teaching options, including the use of technology and instructional delivery approaches. Best practices are organized by public school and undergraduate/graduate programs. Research questions are suggested.

A Blended Technologies Learning Community - From Theory to Practice

2011 ◽  
pp. 209-227 ◽  
Author(s):  
Barbara Rogers Bridges ◽  
Mary C. Baily ◽  
Michael Hiatt ◽  
Deborah Timmerman ◽  
Sally Gibson
Keyword(s):  
Learning Community ◽  
Program Development ◽  
Art Music ◽  
Technology Enhanced Learning ◽  
American Education ◽  
Face To Face ◽  
Urban Teacher Education ◽  
Theory To Practice ◽  
Urban Teacher ◽  
Enhanced Learning

This chapter of the section will share the journey of a higher education faculty development team as they meet the challenge to modify a state accredited teacher licensure program to be delivered in a technology-enhanced learning environment. The Bemidji/Metro Urban Teacher Education Collaborative faculty for physical education, art, music, educational psychology and Foundations of American Education recently began to develop hybrid (blended technologies and face-to-face) courses which will meet the new K-8 Minnesota state licensure competencies. In this chapter of the section, we will also suggest a model for future blended technologies program development.

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